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QED528: Educational Psychology

PBL PresentationScenario 2

Group Members:Ho Si HuiPragalath S/O SadasivamRenuka Selva RajooShirin Binte Shaik MuhyideenTing Zheng Xi Jason

Problem statements/issues

1) Lack of intrinsic motivation2) Low self-esteem 3) Lack of social development

Diagnostic Tools

ParentsExosystem

Working environment of

Parents

Microsystem

Parents have lesser time for

Jeremy

Minimizes the interaction between

parent & child

Jeremy

Poor self-discipline

Lacking self-direction

Anti-social behaviour

School

RidiculeOstracize

Teachers

Dismiss

Problem area 1: Teachers

Theories to explain for Jeremy's lack of self-esteem:

Concept of "attribution" The attributions are more related to

one’s (past) experiences Theory suggests that people

attribute success/failure to 4 factors: ability & effort (dispositional) luck & difficulty (situational)

Cause of failure:1. Jeremy’s teachers: attributed his

failure to his lack of effort (internal).2. Jeremy himself: attributed his failure

to his ability (external).

Attribution Theory (Weiner, 1979)

http://faculty.weber.edu/pstewart/6030/6030.html

AT applied to JEREMY’s case Teachers as contributing

component: through harsh/insensitive comments, reinforces his poor self-perception over time

• Mr Tan: So, you are the odd one out again huh, Jeremy. • Ms Low: What is wrong with you? The rest of the class don't give me any problems. You are the only one! I get complaints from every subject teacher that you don't pay attention in class! Why can't you be like the others?

“It's me. Me only. I am a problem. I am the only one with problems.”

http://www.cartoonstock.com/directory/t/thought_bubble_gifts.asp

Jeremy

AT applied to JEREMY’s case

Jeremy's poor academic performance also perpetuates his low self-esteem & perceptions of his own academic ability

Idea of "stability" (Weiner et al., 1983) Failure ascribed to a stable cause like low ability will

lead to decreased motivation (Tan et al., 2011p.336) "Pygmalion Effect" (Rosenthal and Jacobson, 1968)

"I already tried so hard but I still cannot perform. Maybe I really just can't do it."

Problem Area 2: Peers

Importance of Peers

Erikson's Psychosocial Development (Tan, et al 2010)

Identity VS Role Confusion (Adolescence, 12 to 18 years)

Point of Reference: Peer (conformity & social acceptance)

Cohesive sense of self in social groups

Children who are rejected by their peers, who experience more loneliness and social isolation, are more likely to become disaffected from academic activities and eventually leave school. (Sage & Kindermann, 1999).

Importance of Peers

“Peers are the most potent influence on their [students’] day-to-day behaviors in school (e.g., how much time they spend on homework, if they enjoy coming to school each day, how they behave in the classroom)” (Steinberg, Dornbusch, and Brown 1992, p.727)

Importance of Peers

Adolescents who reported higher felt security with their peers also showed higher identity integration and general self-esteem. (Ryan et al, 1994)

Jeremy:Rejected Peer Status

Jeremy: A Rejected Peer

Jeremy ostracized in class because he is different (e.g. rich) and does not participate in class events.

Relational aggressive behaviour: Teasing, ridiculing, ignoring Jeremy

Maslow Hierarchy of NeedsBelonging Needs

Jeremy wished he could leave the class immediately. He has never felt that he belonged here. Then again, he has never felt that he belonged anywhere. He is so used to being alone. During recess time, he would always sit and eat alone.

Classmates ridicule Jeremy when he makes mistakes

Maslow Hierarchy of NeedsEsteem Needs

Self-esteem Esteem Jeremy gets from his peers Feels inferior, weak, helpless and

worthless

Inadequate social skills: inability to interact and get along with others

Loneliness: Sharing his problems with Dino, his toy dinosaur

Withdrawn: Refuses to participate in group discussion despite Misha’s continued attempts

Reactive aggressive Behaviour: against teacher, after she embarrassed him in front of the whole class.

Problem Area 3: ParentsThe Impact of Parenting Styles on

Student Motivation and Self Esteem

Parenting Styles

Motivation

Self-Esteem

Jeremy’s Case

Parenting Styles

Baumrind’s Theory :

› Authoritarian› Authoritative › Permissive

Impact of Parenting Style on Student motivation

Parental Involvement:“the extent to which a parent is dedicated to, takes an interest in, is knowledgeable about, and is actively participating in the child’s life”

(Hoang, 2007: 3)

Greatly impacts a child’s school experience (Coleman and McNeese, 2009).

Affects the academic achievement of children (Pomerantz et al, 2007).

Impact of Parenting Style on Student motivation

Authoritarian parents Children are more extrinsically motivated.

Permissive parents Children are less motivated and independent.

Authoritative parents Children are more intrinsically motivate, as they feel that they have greater control over their education

(Hoang, 2007)

Impact of Parenting Styles on Student’s Self-Esteem

Parental involvement affects the academic achivement of their children.

Parenting styles influence the self-esteem of students.

(Smith, 2006) Authoritative parents Higher self-

esteem Authoritarian parents Lower Self

Esteem Permissive Parents Lower Self Esteem

Jeremy’s Case

Parenting Style: Authoritarian› Demanding – Jeremy has to produce

good academic results.

› Excessive control over Jeremy’s life

› Not emotionally responsive

Jeremy’s Case

Authoritarian Parents

Lack of Motivation

Low Self-Esteem

Problem Area 4: SelfThe Impact of Self on

Student Motivation and Self Esteem

Identity Diffusion: Marcia’s Identity Status Theory

Low self esteem› Willing to accept an identity given to

him by others› forming an identity of himself as an

outcast and a good-for-nothing› Self-fulfilling prophecy influenced by

teachers, peers and parents

Lack of ideological and vocational direction › reflects apathy and a lack of

concern about directing his present and future life

› passive and affective: remains quiet and unresponsive despite the taunts of his friends

› Reclusive: chooses not to interact with his friends or any human beings in general but his soft toy instead

Cognitive Performance› No differences in intelligence across

identity statuses› Exhibits withdrawal in the face of

challenges› Impulsive behaviour which could

translate into poor academic achievement

Erikson’s Psychosocial Development Theory

Industry and Inferiority/ Identity and Role Confusion› Jeremy’s psychosocial development has

been adversely affected by stages of his life

› there may be problems/failures in his childhood during the age of 7 to 11 that has caused him to feel inferior

› This may subsequently result in his lack of self-esteem and self-worth

Robins and Trzesniewski (2005)

Proposed Solutions

Solutions - Teachers

Teachers can try to be more understanding of Jeremy's situation (introvert, low self-esteem),

+ Be more sensitive (more cautious when making comments and remarks),

+ Be more encouraging (good guess, Jeremy but this may not be the best answer. do you want to give it another try?) recognize his efforts at trying.

Solutions - Peers

Teacher to talk to Jeremy’s classmates Opportunities for cooperative learning:

assign groups Establish rules governing acceptable

classroom behaviour

Solutions - Parents

Counselling for the parents› Suggest ways in which they can adopt a

more authoritative parenting style, instead of an authoritarian one. Give Jeremy greater autonomy and

independence Boost his self-esteem Lower their expectations of his

academic performance

Solutions - Parents

Reduce his tuition and give him more time to spend on non-academic activities

Parents have to spend more time with Jeremy.

Parents should have more positive beliefs about Jeremy’s potential.

Solutions - Self

Give Jeremy counseling on the following› How to socialize with other people› Studying strategies

ReferencesAbrams, K., Theberge S.K. and Orv C.K. (2005), Children and Adolescents Who Are Depressed: An Ecological Approach. Professional School Counseling (8)3, pp. 284-92.

Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood (1974). Child Development, 45, pp. 1-5. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.

Coleman, B., McNeese, M.N. (2009) From home to school: The relationship among parental involvement, student motivation, and academic motivation, International Journal of Learning, 16 (7), pp. 459-470.

Cote, J.E. and Schwartz, S.J. (2002) Comparing psychological and sociological approaches to identity: identity status, identity capital, and the individualization process. Journal of Adolescence, 25, pp. 571–586.

ReferencesDede P. & John R. (2001). Bronfenbrenner’s Ecological Systems Theory Retrieved from: pt3.nl.edu/paquetteryanwebquest.pdf [Assessed on 20 September 2011]

Hoang, T.N. (2007) The relations between parents and adolescent motivation, International Journal of Whole Schooling, 3 (2), pp. 1-21.

Huitt, W. (2007). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from: http://www.edpsycinteractive.org/topics/regsys/maslow.html [Assessed on 20 September 2011]

Karkkainen, R., Raty, H. and Kasanen, K. (2011). 'Parents' Perceptions of the Malleability of their child's Academic Competencies', Scandinavian Journal of Educational Research, Vol.55(3), pp.213-224.

Marcia, J.E. (1980) Identity in Adolescence. In: Adelson, J. (ed.) Handbook of Adolescent Psychology, New York: Wiley and Sons, pp. 159-187.

References Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396.

McArthur, J. (2011). '"What Happened?" Teaching Attribution Theory through Ambiguous Prompts', Communication Teacher, Vol.25(1), pp.32-36.

McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The consequences of childhood rejection. In M. R. Leary (Ed.), Interpersonal rejection. (pp. 213-247). New York, NY: Oxford University Press.

Pomerantz, E.M., Moorman, E.A. & Litwack, S.D. (2007) The How, Whom and Why of Parental Involvement in Children’s Academic Lives, Review of Educational Research, 77 (3), pp. 373-410.

Robins, R.W. and Trzesniewski, K.H. (2005) Self-esteem development across the lifespan. Current Directions in Psychological Science,14(3), pp. 158-162.

References Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, pp. 226 –249.

Sage, N. A., & Kindermann, T. A. (1999). Peer networks, behavior contingencies, and children’s engagement in the classroom. Merrill-Palmer Quarterly, 45, pp. 143–171.

Smith, G.J. (2006) Parenting effects on self efficacy and self-esteem in Late Adolescence and how those factors impact adjustment into college. Paper presented at the Annual Meeting of the Eastern Psychological Association (78th, Philadelphia, PA, March 23-25, 2007.Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement. American Psychologist, 47, pp. 723–729.

Tan, O.S., Parsons, R.D., Hinson, S.L. and Sardo-Brown, D. (2011). Educational Psychology: A Practitioner-Researcher Approach An Asian Edition (2nd Ed). Singapore: Thomson, pp.333-339.

ReferencesWeiner, B. (1972). Theories of Motivation: From mechanism to cognition. Chicago: Rand McNally.

Weiner, B., Graham, S., Taylor, S. and Meyer, W. (1983). Social Cognition in the classroom, Educational Psychologist, Vol.18, pp..109-104.

Williams, K. D., Joseph P. F., William von H. (2005). The Social Outcast: Ostracism, Social Exclusion, Rejection, and Bullying. Psychology Press.